A REVIEW OF INCLUSIVE EDUCATION PRACTICES FOR LEARNERS WITH DISABILITIES

Abstract

Inclusive education objectives to ensure equitable opportunities for all learners, including those with disabilities. This paper presents a comprehensive review of more than 40 studies published from 2015 to 2025. This studies explore that inclusive education practices, models and policies across diverse global frameworks. The review highlights that inclusive practices, Includes flexible curricula, universal design for learning (UDL), assistive technologies, differential instruction, and collaborative teaching. However extensive barriers such as inadequate teacher preparation, limited resources, policies training and persistent humiliation continue to challenge effective inclusion. Successful practices involve community participation, institutional commitment and context- specific strategy implementation. The findings emphasise the importance of shifting from integrationist approaches to transformative inclusion, where pedagogy, assessment, and school culture collectively promote belonging and participation for learners with disabilities. Supports emphasize teacher training, strategy coherence, and research on intersectionality to enhance the global agenda for equitable and sustainable education.